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  Supportive Residency Instructors: University of South Dakota’s Teacher Residency Program

  Ben Schaap, Amy Schweinle, and Karen J. Kindle

  USD’s yearlong Teacher Residency Program involves teacher candidates in a full year of teaching experience incorporated into their four-year program. Residency instructors serve as coaches and mediators when issues arise, but they also provide timely instruction on such topics as classroom management, educational assessment, and others. Students in the residency program strongly agree that USD’s residency instructors support their instructional growth, assist them in overcoming challenging situations, and provide support and feedback to succeed.

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  USD Teacher Residency Program Impact: Culturally Responsive Pedagogy

  Ben Schaap, Amy Schweinle, and Karen J. Kindle

  USD’s yearlong Teacher Residency Program involves teacher candidates in a full year of teaching experience incorporated into their four-year program. This report examines the effect of two semesters of student teaching over a traditional one-semester model on teacher candidates’ confidence in culturally responsive pedagogy. Students reported much greater preparedness both to design and to implement instruction that incorporates students’ readiness, background, and culture, among other factors.

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  USD Teacher Residency Program Impact: Instructional Technology

  Ben Schaap, Amy Schweinle, and Karen J. Kindle

  USD’s yearlong Teacher Residency Program involves teacher candidates in a full year of teaching experience incorporated into their four-year program. This report examines the impact of the added semester of teaching experience on teacher candidates’ confidence to intentionally integrate technology with content and pedagogy. USD’s teach candidates indicated much greater confidence after a year-long residency than after a traditional single-semester student teaching experience.

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  USD Teacher Residency Program Impact: Classroom Management

  Ben Schaap, Amy Schweinle, and Karen J. Kindle

  USD’s yearlong Teacher Residency Program involves teacher candidates in a full year of teaching experience incorporated into their four-year program. This report examines the effect of two semesters of student teaching over a traditional one-semester model. Students’ confidence in classroom management greatly increased with the added semester.

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  Ability-Grouped College Math Students and Their Motivation to Succeed

  Luralyn Helming and Amy Schweinle

  The authors studied how math anxiety, motivation, and ability group interact to affect performance in college math courses. They introduced the study of college students as ability grouped students. College students in the highest ability group were most likely to receive a satisfactory grade (70% and above) regardless of their level of motivation. For students in the average and low groups, the likelihood of receiving a satisfactory grade was a function of their motivation. As expected, students in the higher groups had more positive motivational patterns from the perspectives of expectancy-value theory and goal theory. Thus, college students experience ability grouping in a manner similar to secondary students. Motivation is an important factor in predicting performance, especially for students in the average and low groups.